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The purpose of this study was to investigate whether reading-writing integration can contribute to L2 speaking improvement, which has never been attempted. In order to examine its influences on speaking, quantitative study was conducted with 24 university students for fifteen weeks. The participants were randomly assigned to two groups: an experimental group, reading-writing integration in a regular class, and a control group, mainly focusing on reading instructions. The students in the experimental group was provided with basic writing skills and writing tasks connected to reading such as writing summaries and responses in journals, whereas those in the control group went through the procedure of a typical institute class in which they read and work on comprehension check-up exercises. The two groups’ performances in the pre-and post-test were compared and analyzed to explore any difference in improvements in speaking performance and any qualitative change in language domains between the two groups over the period. The study found that the students who regularly participated in reading-writing activities significantly improved their overall speaking ability and significant differences were also found in language domains. The results of the study indicate that reading-writing integration had a positive effect on speaking performance and could be an alternative method to improve speaking skill in Korean EFL settings.
This study provides new suggestions to resolve the issue of learners overusing the term ‘however’. It examined the contrastive connectors of ‘however’ and ‘but’ from the Korean English textbook(KET) and American English textbook(AET) based on two different opinions. The first one is in favor of placing ‘but’ at the beginning of a sentence or clause(BSC) instead of ‘however’, since ‘however’ is considered to be effective when placed inside the sentence or clause(ISC), and the second one is in favor of placing ‘however’ at the BSC along with ‘but’. Results show that AET uses a high frequency of ‘but’ instead of ‘however’ at the BSC, and a low frequency of ‘however’ at the ISC. On the other hand, compared to AET, KET uses ‘however’, 27.5 times more at the BSC and ‘but’ about half as much. The frequency of ‘but’ and ‘however’ in KET presents roughly the same. Thus, AET represents the first opinion, and KET represents the second opinion. KET is found to be different in that it prefers to use ‘however’, relatively more frequently than ‘but’ at the BSC. According to these findings, this study provides practical suggestions which could help to deal with the overuse of ‘however’ by learners.
When learning English as a foreign language, receptive learning tends to come first, followed by the practical application of productive learning. However, learners of a foreign language should be exposed to both receptive learning and productive learning simultaneously. Productive learning processes should not be used later than receptive learning. This study explores whether productive use of word combinations is more effective than input-based receptive learning. For the experiment, a productive activity using PowerPoint was designed by modifying an existing ‘unscramble’ activity using TED talks material. 82 Korean college students were divided into experimental and control groups, a productive learning group and a receptive learning group. They were taught in 24 class sessions for one semester. These two groups were assessed using three tests (two L1→L2 translation tests in mid-term and final tests, three delayed receptive tests, three output tests), and in open-ended reports from the experimental group students. The results showed that the experimental group outperformed the other group in acquiring word combinations productively. The findings of this study indicate that the students’ productive use of word combinations tends to result in better memorization and the acquisition of productive and receptive vocabulary.
The current study aims at exploring the relationships between EFL college students’ learning style and their English listening strategy use after training the strategy use. For this study, 25 college students (11 males and 14 females) were trained for 12 weeks with 25 listening strategies: 13 cognitive, 8 compensation, 2 social, and 2 affective strategies, while the learning style was divided into 4 types: how to use physical senses (visual, auditory, and hands-on), how to deal with people (extroverted and introverted), how to approach tasks (closure- and open- oriented), and how to deal with ideas (global and analytic). The result in general was that listening strategy training exerted significantly different effects on the students’ use of listening strategies depending upon their learning styles. In case of the learning style of how to deal with ideas, however, no significantly different relationship was found between the two variables. Such findings indicate that listening strategy training needs to be tailored for EFL learners specific learning purposes considering their different learning styles for effective strategy use.
This study aims to analyze and suggest what content should be taught in aircraft cabin service English education for college students. Recent research and developments in English education support the perspective of ESP in order to better reflect the needs of the workplace in the English curriculum and its teaching methodology. The Korean government has formulated the NCS framework with the help of experts and specialists from various industries and workplaces, which also include the aircraft cabin service industry. This study conducted a questionnaire survey in which 35 former and current flight attendants participated to evaluate what English communication skills are required in order for students to better prepare themselves for their future career. The questionnaire in this study focuses on 9 competency units, 38 competency unit constituents, and 144 performance standards developed by NCS for the work Aircraft Cabin Service in 2015. The participants were asked to indicate how much English they think is needed for each performance standard by assigning a score of 1 to 5. The results show that the performance standards which most require English communication skills are related to management of a medical emergency, handling passengers with complaints, and assisting special service passengers.
The purpose of this study is to investigate the effects of task-based craft activities using English storybooks on six-year-old children’s English vocabulary learning, retention and interest. Seventeen children in group A performed craft activities, and 18 children in group B learned the target words using word cards as an after-reading activity. Twelve target words chosen from the three storybooks were tested as a pre-test, a post-test, and a delayed post-test. When the after-reading activities were performed in group A and B, the post-test was administrated and the delayed post-test was administrated two weeks later. The results showed that there were no significant differences between two groups in the pre-test and the post-test. The craft activities and word card activities were equally effective on the vocabulary learning. The result of the delayed post-test, however, showed that there were significant differences between the two groups. The task-based craft activities had a positive effect on children’s vocabulary retention. The qualitative data analysis indicated that children performing craft activities used the target vocabulary in a natural conversation, actively participated in class more, and showed interest in the English craft activities.
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